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Learning history through political cartoons
Goh, Chor Boon
Teaching and Learning, 9(1),60-65
Institute of Education (Singapore)
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Learning History Through
Political Cartoons
GOH CHOR BOON
For a long time, we history teachers seldom pay attention or
even totally ignore the few political cartoons that appeared in out
textbooks and reference books. However, the political cartoons is a
useful tool for historical analysis and history teachers should be
encouraged to look upon them as evidence equally worthy of our
attention as official documents, letters, diaries, and other printed
primary sources.
The political cartoon first gained prominence in the 19th century
with the advent of the mass press and improved printing technology,
especially graphic reproduction. Politicians soon felt the power of this
art form in the press since cartoons carried their message even to the
illiterate. Most of the best known political cartoonists experienced
first-hand the world they portray. Well known among them are
Thomas Nast (Harper's Weeklyl, Bill Mauldin (Chicago Daily News),
Herbert Block (Washington Post) and David Low.
Historians, however, tend to look upon politicial cartoons with
suspicion. After all, historians argue, exactly what do cartoons really
prove? It is important to note that, likely any work of art, cartoons are
the creations of an individual artist. They may or may not reflect the
view of others. Therefore, history teachers should exercise caution
when assessing the impact produced by political cartoons.
How do political cartoons serve as useful tools for learning
history? In the first place, they can act as a diagnostic tool when
reveiwing a unit or topic, to see if students clearly understand the
material covered for any particular time period. They can also be
used for teaching the skills of analysing historical evidence. The
exercises below show how political cartoons can be utilised to test
pupils' knowledge of both factual historical information and higherlevel concept comprehension.
Learning History Through Political Cartoons
61
Cartoons are always entertaining, and this makes them an
attractive way of presenting history. Their impact also helps us to
remember things that might otherwise soon be forgotten. Most of us
enjoy comic strips when we are young, and cartoons seem to be an
extension of these.
Figure 1
..
62
Teaching and Learning
1.
What period in Chinese history does this cartoon
represent?
2.
Who are the imperialists?
3.
Why are they so eager in slicing up China?
4.
Notice that the Japanese is thinking hard. Why? How was
Japan looked upon by the Western powers at this time?
5.
The Manchu official is trying desperately to control the
situation. Why did he fall to do so?
6.
What were the immediate results of this situation?
Figure 2
Learning History Through Political Cartoons
63
1.
To which country does the man holding the spade belong?
How do you know? Why is he smiling?
2.
What do you think is the significance of the beaming sun?
3.
Do you think the Japanese considered themselves
superior vis-a-vis other Asians? What evidences in the
cartoon suggest this notion?
Figure 3
Teaching and Learning
64
1.
Who is the fat man in this cartoon?
2.
How did the Japanese view the British as depicted in this
cartoon? Use the evidences in the picture to support your
answer.
3.
Who are those in chain? Why were they made prisoners?
How did the Japanese invasion of South East Asia affect
them?
4.
What is-the significance of the bayonet?
NOTES ON THE CARTOONS
FIGURE 1
This cartoon appeared in a French journal. It was drawn in 1898
and it shows the woes experienced by China during the so-called
"Scramble for Concessions" which took place during the years 1895
to 1898, The victory of the Japanese in the SinoJapanese War of
1894 encouraged the Western powers to proceed to annexations of
Chinese territory and to divide China up into "spheres of influence",
preserves, so to speak, for their exploitation of the ancient empire's
wealth. The old, conservative Manchu court, now finally stripped of
her splendour,. confidence and pride, stood helplessly aside.
FIGURE 2
This cartoon entitled People of the Southern Region appeared
in the Osaka Puck in December 1942. It shows the Japanese
liberation of the countries in South-east Asia. It reveals many of the
ways the Japanese signified their racial superiority vis-a-vis other
Asians. Here, the familiar purifying sun (labelled CO-Prosperity
Sphere) beams down on Indonesia. The Dutch imperialists were
driven out. The Japanese hand is far bigger and lighter in colour than
the small, dark-skinned native's and a jacket cuff is in evidence,
whereas the "southern person," obviously a manual labourer, is halfnaked and implicitly half-civilised.
Learning History Through Political Cartoons
65
FIGURE 3
This cartoon entitled India! Now is the time to rise!! was
published in the Osaka Puck in February 1942. The flag bears the
motto Greater East Asia Holy War, and the demonic nature of the
western enemy is revealed by Churchill's telltale small horns. It also
exemplies the fondness for the bayonet as, in effect, a wartime
rendering of the pure sword of Japanese righteousness facing and
defeating the enemy
Acknowledgement
The author wishes to acknowledge the sources of the cartoon
reproduced in this article : Fig. 1 from The Heart of the Dragon by Masdair
Clayre (1984), Williarn Collins, Glasgow p. 21, and Figures 2 & 3 from War
Without Mercyby J. W. Dower (1986), Faber & Faber, London, pp. 196 & 200.